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Anyone who thinks part of the teacher or trainer’s role in the classroom is to provide the motivation is making a big mistake. Others can lead, influence or inspire, but only you can provide the motivation. I have railed before against those who claim you need to be highly motivated to successfully undertake e-learning or distance learning or any form of self-study. MORE

Later in the article, he modifies the red-top sensationalism of his headlines and makes the caveat that “much of what I have said is also not fair to all e-learning providers”, and even concludes “perhaps blended learning solutions are the future - bringing together the best of e-learning and traditional training?” A response to Mark Walsh Among the headline-grabbing claims made by Mark Walsh in his trainingzone article published on 19 February are that e-learning “isn’t really learning” and “it doesn’t really work”. Absurd? think so. Extreme? MORE

We believe this will provide a useful benchmark for studies of learning evaluation in other countries. My learning evaluation business, Airthrey Ltd , is conducting research into the State of Learning Evaluation in Scotland. Our aim is to find out who’s evaluating learning and development in Scotland, who’s doing it well, and what it is that makes them successful. Survey: www.survey.bris.ac.uk/stirling/learnevalu MORE

All this and more is provided by the Learning Evaluation Network , and at an affordable price. Many people, if they’re honest, will admit that they aren’t doing enough to evaluate their learning and development. Most of us get regular feedback from learners, and can be confident learning interventions are well received; most of us know that learning is a good thing to do; and in many cases there is broad alignment of learning interventions with organisational goals. Do you regularly and robustly measure the business impact of your learning and development? But the answer is to hand. MORE

This is part of my thesis about L&D evaluation: I believe there is too little of it being undertaken at the moment; I believe there is too little understanding of evaluation and its importance; I don’t know of any consultancies or service providers specialising in it; and I know there has been no new book of any significance published on the subject in nearly a decade. I’d be interested to hear any contradiction of this thesis (or any more supporting evidence). I’m underwhelmed by the response to my last blog post. As always, comments would be very welcome MORE

would highly recommend this programme as it provides foundational knowledge, skills and experience for anyone tasked with evaluating learning in their organisation. ” (Alan Forsythe, Training & Development Manager at SHARE, and one of the participants in the first cohort). In June, I wrote about progress in what was then a brand new action development programme. MORE

To provide effective instruction, it needs to be as authentic to the actual experience as possible. Gamification of context provides two key advantages. So, providing a game for learning creates an authentic environment other than a classroom or a slideshow and highlights how certain variables or actions taken in situation play out over time. The context of an online course or the context of a classroom is not authentic. May times in a classroom or in an elearning module, there are no consequences for wrong decisions or actions. are most people impacted by that. Design MORE

eLearning eLearning Outsourcing eLearning Providers Replacing eLearning ProvidersThe latest Brandon Hall Report is a revelation for all who are interested in the eLearning outsourcing landscape. It breaks some myths that had so far clouded the path towards outsourcing, one of the popular one was that cost drives eLearning outsourcing. On the contrary the study found that quality, innovation, trust etc. play the […]. MORE

There's a big agenda, and I'm enthusiastic about adding value in VDS's programmes providing leadership, quality assurance, and resources for volunteering in Scotland. I'm giving up my consultancy business. began Executive and Professional Development Ltd in 2005, when I left the eLearning Alliance, having undertaken very little consulting work prior to that. MORE

However, more than 25 years of research on this and related themes have not provided any form of conclusive evidence that matching the form of instruction to learning style improved learning or even attention ”. This morning I responded to a LinkedIn discussion on learning styles, questioning the interest. First of all, it's hard to even pin down what this construct is. No more than that. MORE

Senior managers and non-executive directors (sometimes non-remunerated) have a leadership role in organisations, to provide vision, articulate strategy, and oversee the organisation’s work (this is leadership in governance). Respected co-workers – perhaps, but not necessarily, those with greater experience – often fulfil a mentoring role, and provide leadership. That makes no sense. MORE

Simple reading or viewing alone can do this, provided the reader or viewer has a good imagination and is well-motivated to begin with. The often-used phrase “content is king” betrays a fundamental misunderstanding of e-learning. Some software developers and vendors tend to emphasise the technology as the defining characteristic of e-learning, and therefore the most important component. MORE

There are at least three different models of e-learning: First model Online courses that provide learning solely via the World Wide Web. Some of the confusion about e-learning – and the arguments that people have – stems from comparing apples and oranges. People often fail to recognise that there are different kinds of e-learning, and I would describe these as different models. MORE

And what most providers of “blended learning“ offer today is really blended training. One of the services my company offers (see [link] ) is help with “blended learning”, but I wonder if I’m guilty of false advertising? spent most of the 1990s involved in blended learning, although we didn’t call it that then. The idea was that learners could select the inputs that they preferred and reject the ones that didn’t interest them. This was always a limited choice – it was hard to glean the essentials without using the self-study workbooks, for example. Blended learning”, then, is a tautology. MORE

Advocates of e-learning have argued for some time that it is at least as good as face-to-face methods, but this research appears to provide substantial supporting evidence. blended learning > e-learning > face-to-face learning! recently discovered a three year old research report from the Department of Education in the United States. meta-analysis, encompassing studies covering a 12 year period from 1996 to 2008, it compares the effectiveness of e-learning and blended learning to face-to-face instruction. Report here MORE

Another is that learning interventions do not necessarily provide the sole means to effect the kinds of behaviour change organisations need – but they may provide a spur. Total Value Add includes two related ideas. The first is that organisations derive a lot of value from learning and development, and need to capture more of it, as cost-effectively as possible. That’s one example. MORE

Instead of using computers and the Web to provide an inferior form of learning, shouldn’t we be using all the power of these technologies to create something better? E-learning is about the loneliness of the long-distance learner – the solitary individual sitting at a keyboard, working their way through readings, exercises and tests. Right? Wrong. Obviously, I think so. MORE

In my blog post of 26 March , I promised an update on progress of the first Learning Evaluation Action Development ( LEAD ) programme, provided by Airthrey , the learning evaluation solutions business. The pilot cohort of LEAD was launched in May 2012 – it’s now well underway, and has attracted rave reviews (“it’s changed my life” has been one over-the-top comment!), as well as some learning points. The pilot cohort includes participants from the housing, mental health, and childcare sectors, posing significant challenges with qualitative data and hard-to-measure value propositions. MORE

think the answer lies in digital technology, the growth of which has empowered communities of practice on a global scale, given them greater prominence, and provided them with lots of new tools and resources. I was surprised recently to hear a senior colleague refer to communities of practice as though they are a passing fad. Some applications of digital technology are fads, and will pass. MORE

The idea of the book is to provide a handy manual for learning and development professionals, and anyone who has to undertake any task to do with learning and development. I’m researching a new book, which is intended to be a compendium of tools and techniques for learning and development. Do you have a particular favourite tool? All comments and suggestions welcome MORE

We need to shift the focus from providing learning content to creating a learning experience, and one good way to start is in the design of e-learning courses. I get fed up looking at e-learning courses that are little more than e-reading. This sort of linear, didactic method was laughed out of the classroom decades ago, so why should be have to put up with it on the Web? But nothing more. MORE

Consider getting rid of them altogether, which should prompt you to focus on the real value they provide Any other suggestions? For years the Industrial Society (an independent charity until 2002, now the WorkFoundation , part of Lancaster University) used to conduct an annual survey of what was happening in training in the UK. How do I know this? And yet all to so little avail! MORE

It's been a busy year! In the spirit of "what I did in my summer holidays", I thought I'd share a summary of my activities during 2007. I've concentrated mainly on consultancy work, although I've also carried out some writing assignments, and got involved in some public training workshops. It's been a good year. hope 2008 is as productive, and as rewarding MORE

They also provide medical rehabilitation services on a contract basis at nursing homes, assisted living and senior care centers, schools and worksites. The post Providing Education to Medical Facilities Nationwide appeared first on JPL Learning Solutions. Video Interview with Select Medical’s Director of Education and Development, Lynn Wonsick. MORE

This got me interested in identifying the comparable stats for the UK, and this useful Parliamentary Briefing provides them. Professor Brethower offered these stats to pose the questions of whether US citizens were getting value for this investment, and whether greater value could be gained. Current UK public expenditure on education is around the £90 billion mark. MORE

You, your organization, and your learners don’t want to spend time—or money—on training that doesn’t provide a solid return. That same model can also serve as a framework for when to provide feedback to your learners. Learning: Throughout the course, designers should use quizzes and interactive content to provide performance feedback. about areas for improvement. MORE

Airthrey Ltd was established to provide learning evaluation solutions to corporate clients. The guiding policy is to offer a range of services with the same goal – to provide learning evaluation solutions. Rumelt rails, in Good Strategy/Bad Strategy , against ‘visionary’ approaches to strategy, which are all about setting aspirational goals and pursuing them vigourously. MORE

Then it looked for a management training provider. In the 1990s, Pitman Publishing Limited, wholly owned by Pearson plc, was the biggest business book publisher in the UK – by far. Its nearest rival, Kogan Page, was about one third of its size. Pitman wanted to grow, but felt it had exhausted the possibilities for organic growth, and so it turned to acquisitions. part two to follow MORE

The post 5 Ways a Strong Learning Culture Provides ROI appeared first on. For many companies, investing in training and training resources tends toward two extremes. On one extreme, companies lean towards mediocrity: just enough training to say it got done, with as little money spent as possible. On the other, companies will “chase the shiny,” grabbing every new technology and teaching method that comes down the pike. [.]. eLearning Training & Development Uncategorized corporate learning ROI ROI of corporate training ROI of learning culture the right learning culture MORE

How many e-learning vendor staff does it take to change a light bulb? I don’t know … one to execute the task, one to adapt for the Web, one to provide the hosting, one to provide the annual software support and maintenance contract, one to explain the e-learning standards specification, one project manager, one to manage the account … how big a budget do you have? Sound familiar MORE

Advocates of e-learning have argued for some time that it is at least as good as face-to-face methods, but this research appears to provide substantial supporting evidence. blended learning > e-learning > face-to-face learning! recently discovered a three year old research report from the Department of Education in the United States. meta-analysis, encompassing studies covering a 12 year period from 1996 to 2008, it compares the effectiveness of e-learning and blended learning to face-to-face instruction. Report here

We believe this will provide a useful benchmark for studies of learning evaluation in other countries. My learning evaluation business, Airthrey Ltd , is conducting research into the State of Learning Evaluation in Scotland. Our aim is to find out who’s evaluating learning and development in Scotland, who’s doing it well, and what it is that makes them successful. Survey: www.survey.bris.ac.uk/stirling/learnevalu

Another is that learning interventions do not necessarily provide the sole means to effect the kinds of behaviour change organisations need – but they may provide a spur. Total Value Add includes two related ideas. The first is that organisations derive a lot of value from learning and development, and need to capture more of it, as cost-effectively as possible. That’s one example.

would highly recommend this programme as it provides foundational knowledge, skills and experience for anyone tasked with evaluating learning in their organisation. ” (Alan Forsythe, Training & Development Manager at SHARE, and one of the participants in the first cohort). In June, I wrote about progress in what was then a brand new action development programme.

This provides a solid ground for cost justification and encourages businesses to place training groups right where they should be, at the heart of a growing, thriving, learning culture Training and learning organizations today play an active role in contributing to the bottom line of any organization by aligning their objectives to the immediate business objectives.

This got me interested in identifying the comparable stats for the UK, and this useful Parliamentary Briefing provides them. Professor Brethower offered these stats to pose the questions of whether US citizens were getting value for this investment, and whether greater value could be gained. Current UK public expenditure on education is around the £90 billion mark.

Senior managers and non-executive directors (sometimes non-remunerated) have a leadership role in organisations, to provide vision, articulate strategy, and oversee the organisation’s work (this is leadership in governance). Respected co-workers – perhaps, but not necessarily, those with greater experience – often fulfil a mentoring role, and provide leadership. That makes no sense.

However, more than 25 years of research on this and related themes have not provided any form of conclusive evidence that matching the form of instruction to learning style improved learning or even attention ”. This morning I responded to a LinkedIn discussion on learning styles, questioning the interest. First of all, it's hard to even pin down what this construct is. No more than that.

Consider getting rid of them altogether, which should prompt you to focus on the real value they provide Any other suggestions? For years the Industrial Society (an independent charity until 2002, now the WorkFoundation , part of Lancaster University) used to conduct an annual survey of what was happening in training in the UK. How do I know this? And yet all to so little avail!

All this and more is provided by the Learning Evaluation Network , and at an affordable price. Many people, if they’re honest, will admit that they aren’t doing enough to evaluate their learning and development. Most of us get regular feedback from learners, and can be confident learning interventions are well received; most of us know that learning is a good thing to do; and in many cases there is broad alignment of learning interventions with organisational goals. Do you regularly and robustly measure the business impact of your learning and development? But the answer is to hand.

Airthrey Ltd was established to provide learning evaluation solutions to corporate clients. The guiding policy is to offer a range of services with the same goal – to provide learning evaluation solutions. Rumelt rails, in Good Strategy/Bad Strategy , against ‘visionary’ approaches to strategy, which are all about setting aspirational goals and pursuing them vigourously.

This provides a solid ground for cost justification and encourages businesses to place training groups right where they should be, at the heart of a growing, thriving, learning culture One significant way that training and learning organizations can play an active role in contributing to the bottom line of any organization is by aligning their objectives to the immediate business objectives.

This got me interested in identifying the comparable stats for the UK, and this useful Parliamentary Briefing provides them. Professor Brethower offered these stats to pose the questions of whether US citizens were getting value for this investment, and whether greater value could be gained. Current UK public expenditure on education is around the £90 billion mark.

Senior managers and non-executive directors (sometimes non-remunerated) have a leadership role in organisations, to provide vision, articulate strategy, and oversee the organisation’s work (this is leadership in governance). Respected co-workers – perhaps, but not necessarily, those with greater experience – often fulfil a mentoring role, and provide leadership. That makes no sense.

Then it looked for a management training provider. In the 1990s, Pitman Publishing Limited, wholly owned by Pearson plc, was the biggest business book publisher in the UK – by far. Its nearest rival, Kogan Page, was about one third of its size. Pitman wanted to grow, but felt it had exhausted the possibilities for organic growth, and so it turned to acquisitions. part two to follow

In my blog post of 26 March , I promised an update on progress of the first Learning Evaluation Action Development ( LEAD ) programme, provided by Airthrey , the learning evaluation solutions business. The pilot cohort of LEAD was launched in May 2012 – it’s now well underway, and has attracted rave reviews (“it’s changed my life” has been one over-the-top comment!), as well as some learning points. The pilot cohort includes participants from the housing, mental health, and childcare sectors, posing significant challenges with qualitative data and hard-to-measure value propositions.

think the answer lies in digital technology, the growth of which has empowered communities of practice on a global scale, given them greater prominence, and provided them with lots of new tools and resources. I was surprised recently to hear a senior colleague refer to communities of practice as though they are a passing fad. Some applications of digital technology are fads, and will pass.

The idea of the book is to provide a handy manual for learning and development professionals, and anyone who has to undertake any task to do with learning and development. I’m researching a new book, which is intended to be a compendium of tools and techniques for learning and development. Do you have a particular favourite tool? All comments and suggestions welcome

There's a big agenda, and I'm enthusiastic about adding value in VDS's programmes providing leadership, quality assurance, and resources for volunteering in Scotland. I'm giving up my consultancy business. began Executive and Professional Development Ltd in 2005, when I left the eLearning Alliance, having undertaken very little consulting work prior to that.

This is part of my thesis about L&D evaluation: I believe there is too little of it being undertaken at the moment; I believe there is too little understanding of evaluation and its importance; I don’t know of any consultancies or service providers specialising in it; and I know there has been no new book of any significance published on the subject in nearly a decade. I’d be interested to hear any contradiction of this thesis (or any more supporting evidence). I’m underwhelmed by the response to my last blog post. As always, comments would be very welcome

Anyone who thinks part of the teacher or trainer’s role in the classroom is to provide the motivation is making a big mistake. Others can lead, influence or inspire, but only you can provide the motivation. I have railed before against those who claim you need to be highly motivated to successfully undertake e-learning or distance learning or any form of self-study.

How many e-learning vendor staff does it take to change a light bulb? I don’t know … one to execute the task, one to adapt for the Web, one to provide the hosting, one to provide the annual software support and maintenance contract, one to explain the e-learning standards specification, one project manager, one to manage the account … how big a budget do you have? Sound familiar

This guide provides recommendations for implementing quality. Also, provide estimates for how long each process should take and how. recommend that your team standardize the quality control process and provide a detailed. Development tools provide options to either. to provide feedback. GUIDE TO CREATING A. QUALITY ASSURANCE. PROCESS. FRESH EYE REVIEWS. 401 S.

It's been a busy year! In the spirit of "what I did in my summer holidays", I thought I'd share a summary of my activities during 2007. I've concentrated mainly on consultancy work, although I've also carried out some writing assignments, and got involved in some public training workshops. It's been a good year. hope 2008 is as productive, and as rewarding

Later in the article, he modifies the red-top sensationalism of his headlines and makes the caveat that “much of what I have said is also not fair to all e-learning providers”, and even concludes “perhaps blended learning solutions are the future - bringing together the best of e-learning and traditional training?” A response to Mark Walsh Among the headline-grabbing claims made by Mark Walsh in his trainingzone article published on 19 February are that e-learning “isn’t really learning” and “it doesn’t really work”. Absurd? think so. Extreme?

We need to shift the focus from providing learning content to creating a learning experience, and one good way to start is in the design of e-learning courses. I get fed up looking at e-learning courses that are little more than e-reading. This sort of linear, didactic method was laughed out of the classroom decades ago, so why should be have to put up with it on the Web? But nothing more.

Instead of using computers and the Web to provide an inferior form of learning, shouldn’t we be using all the power of these technologies to create something better? E-learning is about the loneliness of the long-distance learner – the solitary individual sitting at a keyboard, working their way through readings, exercises and tests. Right? Wrong. Obviously, I think so.

would love to provide, we need a change. We must go beyond providing great content. to instead take responsibility for providing. Totara, an open source LMS), provides structure. Our platform provides. well beyond providing content to include. provide the manager with talking points. We provide practice guides to help Sue. We now. Right?

Simple reading or viewing alone can do this, provided the reader or viewer has a good imagination and is well-motivated to begin with. The often-used phrase “content is king” betrays a fundamental misunderstanding of e-learning. Some software developers and vendors tend to emphasise the technology as the defining characteristic of e-learning, and therefore the most important component.

There are at least three different models of e-learning: First model Online courses that provide learning solely via the World Wide Web. Some of the confusion about e-learning – and the arguments that people have – stems from comparing apples and oranges. People often fail to recognise that there are different kinds of e-learning, and I would describe these as different models.

And what most providers of “blended learning“ offer today is really blended training. One of the services my company offers (see [link] ) is help with “blended learning”, but I wonder if I’m guilty of false advertising? spent most of the 1990s involved in blended learning, although we didn’t call it that then. The idea was that learners could select the inputs that they preferred and reject the ones that didn’t interest them. This was always a limited choice – it was hard to glean the essentials without using the self-study workbooks, for example. Blended learning”, then, is a tautology.

eLearning eLearning Outsourcing eLearning Providers Replacing eLearning ProvidersThe latest Brandon Hall Report is a revelation for all who are interested in the eLearning outsourcing landscape. It breaks some myths that had so far clouded the path towards outsourcing, one of the popular one was that cost drives eLearning outsourcing. On the contrary the study found that quality, innovation, trust etc. play the […].

Disclaimer: this information sheet has been written to provide general information only and does not constitute or comprise legal or specific advice or a warranty of compliance by. 21 CFR Part 11 Frequently Asked Questions (FAQs) Which organizations does Part 11 apply to? beverage manufacturing). Additionally, some organizations that. electronic training records and other documents. The FDA.

The post 5 Ways a Strong Learning Culture Provides ROI appeared first on. For many companies, investing in training and training resources tends toward two extremes. On one extreme, companies lean towards mediocrity: just enough training to say it got done, with as little money spent as possible. On the other, companies will “chase the shiny,” grabbing every new technology and teaching method that comes down the pike. [.]. eLearning Training & Development Uncategorized corporate learning ROI ROI of corporate training ROI of learning culture the right learning culture

You, your organization, and your learners don’t want to spend time—or money—on training that doesn’t provide a solid return. That same model can also serve as a framework for when to provide feedback to your learners. Learning: Throughout the course, designers should use quizzes and interactive content to provide performance feedback. about areas for improvement.

They also provide medical rehabilitation services on a contract basis at nursing homes, assisted living and senior care centers, schools and worksites. The post Providing Education to Medical Facilities Nationwide appeared first on JPL Learning Solutions. Video Interview with Select Medical’s Director of Education and Development, Lynn Wonsick.

To provide effective instruction, it needs to be as authentic to the actual experience as possible. Gamification of context provides two key advantages. So, providing a game for learning creates an authentic environment other than a classroom or a slideshow and highlights how certain variables or actions taken in situation play out over time. The context of an online course or the context of a classroom is not authentic. May times in a classroom or in an elearning module, there are no consequences for wrong decisions or actions. are most people impacted by that. Design

We provide both. GIVING FEEDBACK: I provide constructive. properly, managers provide a concrete and comprehensive. The following models provide guidance on how to both set. Sure, we have provided a model above. How can you provide the systematic process. to provide the system and environment. to provide coaching and accountability to. sprints.